Facilitating Online Learning-End of Part III: Reflections of Lesson 8-10 July 29 2012

Facilitating Online Learning – End of Part III:  Reflections of Lessons 8-10 (July 29, 2012)

 

Part III:  Review of Lessons 8-10

Comparing the Facilitation of an Online Course and the Conventional Classroom Course:

The Facilitation of an online course is similar in many respects to that of a conventional classroom course.  The elements needed for the online and conventional course include a syllabus and brief orientation, a textbook or series of readings to reinforce or introduce knowledge to the student and an assessment strategy.  A reviewed of the purpose of assessments and several types of assessments the focus of lesson eight.  An assessment strategy should contain both formative and summative assessments. 

Formative assessments include tests given periodically to measure knowledge and skills acquired through a lesson or chapter and the use of the results to adjust the teaching strategy.  The formative assessment is used to measure learning at of students at a particular time relative to the course objectives or content standards.  Measuring the growth and development of skills and knowledge and adjusting strategies as needed is termed the “Growth Model”.

The second type of assessment is the summative assessment in which a test or performance activity is given at the end of a certain period of time such as the end of a unit or semester.  Often a criterion reference test which measures the knowledge and skill development as defined by the course objectives is administered to students.  Specific questions are developed and referenced to a specific course objective.  An achievement test or standardized test can be purchased because it is developed based on a set of “normed” questions which have been given to like students across the United States.

Regardless of which category of assessment is used, the key is the development of an equitable assessment system.  An equitable assessment system implies that students are assessed using methods and procedures most appropriate to them based on their preference or learning style.  The assessments given should vary depending on the student’s prior knowledge, cultural experience and cognitive style.  While a custom assessment system for each student is not practical, there are steps that an instructor can use to make assessments as fair as possible for students.  There are seven steps to fair assessment as outlined by Suskie (2002) in Adventures in Assessment (American Association for Higher Education):

1.       Have clearly stated learning outcomes which include sharing with students a list of concepts and skills on the assessment with the rubric if applicable

2.       Match the assessment to what was taught

3.       Use multiple measures and different types of measures to avoid the “high-stakes” assessments such as a standardized multiple choice test as the sole or primary factor for a significant decision such as passing a course or graduating or becoming certified

4.       Help students learn how to do assessment tasks by distributing examples of exemplary work

5.       Engage and encourage students with expressions of confidence in their ability

6.       Interpret assessment results appropriately by comparing students against their peers, based on a standard or evidence that the student has acquired knowledge and/or skill

7.       Evaluate the outcomes of the assessment by asking how well the instructor performed for future revisions

Diversity Issues of Online Facilitation:

Facilitating online learning also includes understanding diversity issues and how they impact course facilitation.  Online instruction has diminished the once barriers of geography.  Students from around the world can enroll and participate in a course populated by individuals from a variety of ethnic backgrounds.  While participants of a heterogeneous course benefit from the experience and exchanges of the online learning community there is potential for misunderstandings.  Specifically the instructional approach of one culture may not be as effective in another culture.  Language can be another barrier to effective instruction.  While English may be the primary language of the instructor, it may not be of the learners in the course.  A third barrier is that of time difference.  While this is not an issue of asynchronous assignments, it could be for synchronous presentations or meetings.  Flexibility by offering multiple sessions or altering presentations can encourage participation by all students in a course.

I found Henderson’s multiple cultures model (1996, 2007) to be an effective tool for the inclusion of cultures and learning approaches.  Henderson suggests the multiple cultural model based on the consistent interaction of three specific cultural influences that are integrated into the course design, academic culture, the dominate culture and minority culture or cultures.  Henderson’s eclectic approach offers more than a single socio-constructivist approach, making it possible to integrate the three cultural influences into the instructional design of the course.  Henderson’s multiple cultures model integrates the minority cultures’ point of view into each of the educational dimensions involved in the design of the teaching and learning environment.  Abandonment of more traditional practices encourages the combination of concrete elements that tend toward a gradual adoption of the constructivist paradigm.

Case Studies of Online Course Facilitation:

The final lesson of the course gave us (students) an opportunity to practice decision making within various case-studies.  We had an opportunity to apply what we had learned to a variety of what I would call “everyday situations” of an online learning environment.  A series of brief scenarios of common facilitation issues were presented for our review and comment in discussion threads.  Our scenarios included non participation in a course by various students, a discussion topic which caused a group of students to disregard internet rules of communication and engagement, another group of students who are unable to work together and resolve timing issues, a student who claims to be in the wrong course after non-participation for five weeks, and the possibility of student submittal of plagiarized work.

The student discussion was some of the most engaging of the semester.  Some students provided responses based on their experience as a student and instructor.  Students used what we had learned from our readings and interactions to formulate responses for each of the scenarios.  I think each of us had an opportunity to formulate a response to the scenario and then to be able to view the responses provided by others in the class.